This action research emphasizes the need to implement curricula to engage marginalized students as well as promote literacy and high levels of academic achievement. Marginalized students include minority students who perform far below their White peers on state assessments. In Chapter I, the action research problem of practice is explored. The…

Purpose: This practitioner-focused article highlights a collaborative, school-wide project at a PDS that showcased elementary students' strengths and talents. Based on the children's book, The Smart Cookie (John, 2021), teachers and the university professor-in-residence developed professional learning communities, which inspired the creation of a…

This paper reports on a two-year project to form teaching development groups in engineering departments. The goal of each group was to discuss and implement interactive teaching strategies (e.g., in-class problem solving). The research design used meetings notes, feedback from group leaders and a case study of one participant to describe how the…

Purpose: This study evaluated the impact of 1-day workshops on teachers' knowledge, practices, and dispositions using known characteristics of quality professional development and Guskey's five levels of professional development evaluation. Method: Eight workshops were evaluated over a 2-year period using pre/post surveys, end-of-workshop surveys,…

Increasing children's access to media has attached greater significance to media literacy education, the content and methods of which have changed with media development. This study aimed to investigate the effects of the Community of Inquiry (CoI) method on media literacy competencies in elementary students. To this end, 95 female sixth-grade…

In the context of national collaborative efforts to increase the prevalence of active learning strategies in undergraduate precalculus and calculus classrooms, we discuss the context, strategy, and processes used at one university to create change within a mathematics department. We highlight the use of a unified active learning approach and the…

The need for inclusive and equitable teaching and learning approaches is widely accepted in higher education literature. Surprisingly, the notion of inclusion appears to be neglected within the context of eWIL. This paper uses insights from multi-disciplinary theories to propose a framework for the development of an eWIL framework. Its key…

The Assessment for Learning disposition has been long established in the literature as a desirable attribute for teachers. To use the biological metaphor of adaptation, assessment for learning has been argued to be a key base pair on the teacher genome. We argue that the selection of the correct genotype for teachers is not enough. What is needed…

Social-emotional learning (SEL) programs are frequently evaluated using randomized controlled trial (RCT) methodology as a means to assess program impacts. What is often missing in RCT studies is a robust parallel investigation of the multi-level implementation of the program. The field of implementation science bridges the gap between the RCT…

Philosophy for Children (otherwise known as P4C) can help develop cooperative and peer learning and transform them into a method for developing critical and creative thinking skills. The purpose of this booklet is to describe what Philosophy for Children (P4C) is and how to implement it in the classroom. It consists of seven sections, each with a…

In this program profile, we detail the design and implementation phases of an interdisciplinary first-year experience curriculum for multilingual students in the Creando Raíces learning community model at Humboldt State University. Our profile describes how we worked together as a professional learning community to integrate theories of writing…

This quantitative research study examined one instructor's redesign of her introductory Anthropology course (N = 265) from Teacher-Centered (TC) to Learning-Centered (LC) and the resulting impact on her students' perceptions of Teaching Presence (TP), Social Presence-Interaction (SP-I), Social Presence-Participation (SP-P), Cognitive Presence…

The Literacy Design Collaborative (LDC) was created in 2009 to support schools' implementation of rigorous college and career ready standards for English language arts (ELA). Combining evidence-based principles of professional development with a systematic design process, LDC helps teachers to embed literacy skill development throughout their…

An instructional model can unite school leaders, teachers, and students with shared goals, a shared understanding of how to reach the goals, and a shared vocabulary for discussing progress. In this paper, the authors present an introduction to instructional models and a leadership primer focused on helping school teams cohere around an initiative…

Using Shulman's theory of teacher knowledge as the theoretical framework and a phenomenological research design, this qualitative study used Seidman's three-interview protocol to understand how 11 kindergarten teachers perceived the CCSS affected their use of developmentally appropriate practices (DAP) and their instructional discretion. This…